English 12 November 2003 Provincial Examination

English 12 November 2003 Provincial Examination ANSWER KEY / SCORING GUIDE Topics: 1. Editing and Proofreading Skills 2. Interpretation of Literature 3. Original Composition Multiple Choice Q K C S T 1. A K 1 1 2. B K 1 1 3. A K 1 1 4. B K 1 1 5. C K 1 1 6. C K 1 1 7. B K 1 1 8. D K 1 1 9. B K 1 1 10. A K 1 1 11. C K 1 2 12. C U 1 2 13. D U 1 2 14. A K 1 2 Q K C S T 15. B U 1 2 16. A K 1 2 17. C U 1 2 18. C K 1 2 19. D U 1 2 20. C K 1 2 21. A U 1 2 22. C K 1 2 23. C U 1 2 24. D K 1 2 25. A U 1 2 26. B K 1 2 27. C U 1 2 Multiple Choice = 27 marks 0311enk - 1 - November 27, 2003

Written Response Q C T S 1. H 2 12 2a. H 2 24 2b. H 2 24 ý þ Score only one of the two questions given. 3. H 3 24 Written Response = 60 marks Multiple Choice = 27 Written Response = 60 EXAMINATION TOTAL = 87 marks LEGEND: Q = Question Number C = Cognitive Level T = Topic K= Keyed Response S = Score B= Score Box Number 0311enk - 2 - November 27, 2003

POETRY SCORING GUIDE This question tests both the reading and the writing abilities of the student. Your mark must reflect both the accuracy of the reading as well as the fluency of the writing. This guide should be adequate for most papers; however, if you come across a paper that is problematic, please double-check with the chair or sub-chair. It is essential to remember that this is a draft work; even high-level papers are likely to have the odd error whether in analysis or writing. Such mistakes should be considered as part of the paper s holistic mark, but should not necessarily result in an automatic drop in the score. However, a paper containing errors so distracting that they impede understanding should not be given a mark of more than three; a two would be more likely. Please remember that references to the text may be explicit or implicit. References to lines solely by number should be ignored. High-level papers understood the concept of symbolism, included appropriate and effective specific references and effective discussion. Mid-level papers could identify the symbolism, but provided minimal discussion. Low-level papers did not understand the concept of symbolism and/or tended to significantly misread the poem. 0311enk - 3 - November 27, 2003

6 Answer The six response is superior and may draw upon any number of factors such as effectiveness of argument and level of insight. The six response exhibits an effective writing style and a sophisticated use of language. Despite its clarity and precision, this response need not be error-free. 5 Answer The five response reflects a strong grasp of the topic and the poem. The references to the poem may be explicit or implicit and convincingly support the student s point of view. In both understanding and writing, the paper is proficient. The writing is well organized and reflects a strong command of the conventions of language. 4 Answer The four response is competent. Understanding of the poem is accurate but rather superficial or somewhat incomplete, certainly not imaginative. References are present and suitable, but may be limited to only part of the poem. The writing conveys the student s views in an organized, straightforward fashion; errors are present but generally not distracting. Overall, the student has good control of the conventions of language. 3 Answer The three response is barely adequate. While the student s treatment of the topic may not be wrong, it may be incomplete or so superficial as to seem inaccurate. While a central idea may not be clearly stated, it is present or implied and at least partially supported. Support may consist of long references to the poem which are not clearly connected to a central idea; alternatively, support may be very meagre and/or replaced by repetitive statements. Organization is present, but may not directly help the flow of ideas. The student demonstrates limited control over the conventions of language. 2 Answer The two response reflects a significant misunderstanding of the poem and/or the task required by the question. The discussion may be irrelevant, seriously incomplete, or simply wrong. Errors are recurring and distracting. In some cases, the marker may sense that the student has grasped the essence of the question but has such deficiencies in language as to render the explanation seriously compromised. 1 Answer The one response compounds the problems of the two response. These responses are often noticeably weaker; there is a serious lack of control in the writing. The marker may wonder, at times, what the writer is trying to say. 0 Answer The zero response reflects a complete misunderstanding of the poem and/or the task, is written in verse, is off-topic, or is a restatement of the question. *Any zero paper must be cleared by the section leader. A blank paper with no response given. NR 0311enk - 4 - November 27, 2003

PART B: POETRY Birthday Present from First Born (pages 2 and 3 in the Readings Booklet) INSTRUCTIONS: In paragraph form and in approximately 125 to 150 words, answer question 1 in the space provided. Write in ink. The mark for your answer will be based on the appropriateness of the example(s) you use as well as the adequacy of your explanation and the quality of your written expression. 1. The poet uses the small silver frog as a symbol in this poem. In paragraph form and with reference to this poem, discuss the symbolism of the small silver frog. (12 marks) Suggestions Regarding Response: The small silver frog represents memories of both parent and child (various references). bonds which exist between parent and child and among generations (l. 4 5, 23, 38 41). a reminder of the changes brought about by the birth of the child (l. 29 41). affirmation of family ritual (l. 43 45, and various references). communication without words (l. 1 5, 45 47). magic in the ordinary, simple experiences (l. 27 29, 36 38, 43 44). This list is not exhaustive. The exemplars will provide sample responses. Marks will be awarded for content and written expression. Refer to the Holistic Scale on pages 3 and 4 of this key. 0311enk - 5 - November 27, 2003

PROSE SCORING GUIDE FOR QUESTION 2A This guide is specific to narrative reading passages. This question tests both the reading and the writing abilities of the student. Your mark must reflect both the accuracy of the reading as well as the fluency of the writing. This guide should be adequate for most papers; however, if you come across a paper that is problematic, please double-check with the chair or sub-chair. It is essential to remember that this is a draft work; even high-level papers are likely to have the odd error whether in analysis or writing. Such mistakes should be considered as part of the paper s holistic mark, but should not necessarily result in an automatic drop in the score. However, a paper containing errors so distracting that they impede understanding should not be given a mark of more than three; a two would be more likely. Essays which are not multi-paragraph will be deducted one scale point. Please remember that references to the text may be explicit or implicit. References to paragraphs solely by number should be ignored. High-level papers are able to identify conflict with fluency, empathy and cohesion. Mid-level papers tended to drift into plot summary or to list conflicts without any unifying discussion. Low-level papers may demonstrate poor writing skills. Some papers tended to blend answers. 0311enk - 6 - November 27, 2003

Essays that are not multi-paragraph, (three or more paragraphs), or have fewer than 200 words will be deducted one scale point. 6 Answer The six essay is superior and may draw upon any number of factors: depth of discussion, effectiveness of argument, or level of insight. This essay exhibits an effective writing style and a sophisticated use of language. Despite its clarity and precision, this essay need not be error-free. 5 Answer The five essay reflects a strong grasp of the text. The response has a clearly stated thesis which is convincingly supported. In both understanding and writing, the essay is proficient. The essay reflects a strong command of the conventions of language. 4 Answer The four essay is competent. References are present and suitable, but may be limited to only part of the text. The assertions in the four essay tend to be simplistic. There are no significant errors in reading. The writing is able to convey the writer s views in an organized, straightforward fashion; errors are present but generally not distracting. Overall, the student has good control of the conventions of language. 3 Answer The three essay is barely adequate. While the student s treatment of the topic may not be wrong, it may be incomplete or so superficial as to seem inaccurate. While a central idea may not be clearly stated, it is present or implied and at least partially supported. Support may consist of long references to the prose which are not clearly connected to a central idea; alternatively, support may be very meagre and/or replaced by repetitive statements. Organization is present, but may not directly help the flow of ideas. The student demonstrates limited control over the conventions of language. 2 Answer The two essay reflects a significant misunderstanding of the prose and/or the task required by the question. The discussion may be irrelevant, seriously incomplete, or simply wrong. Composition errors are recurring and distracting. In some cases, the marker may sense that the student has grasped the essence of the question but has such deficiencies in language as to render the explanation seriously compromised. 1 Answer The one essay compounds the problems of the two essay. These essays are often noticeably weaker; there is a serious lack of control in the writing. The marker may wonder, at times, what the writer is trying to say. 0 Answer The zero essay reflects a complete misunderstanding of the story and/or the task, is written in verse, is offtopic, or is a restatement of the question. *Any zero paper must be cleared by the section leader. A blank paper with no response given. NR 0311enk - 7 - November 27, 2003

PART C: PROSE A Bedtime Story (pages 4 and 5 in the Readings Booklet) INSTRUCTIONS: Choose one of the following two topics and write a multi-paragraph essay of approximately 300 words. Write in ink. The mark for your answer will be based on the appropriateness of the example(s) you use as well as the adequacy of your explanation and the quality of your written expression. Value: 24 marks 2a. In multi-paragraph essay form and with reference to The Bedtime Story, discuss conflict in this story. (24 marks) Suggestions Regarding Response: traditional / modern values (para. 9) father / daughter; young / old (para. 2, 9, 19) climate / people s desires (para. 19, 20) materialism / simplicity (para. 9, 19 20) expectation / reality (para. 19, 20, various references) honour / dishonour (Nanabush story) trust / deceit (Nanabush story) This list is not exhaustive. The exemplars will provide sample responses. Marks will be awarded for content and written expression. Refer to the Holistic Scale on pages 6 and 7 of this key. 0311enk - 8 - November 27, 2003

PROSE SCORING GUIDE FOR QUESTION 2B This guide is specific to narrative reading passages. This question tests both the reading and the writing abilities of the student. Your mark must reflect both the accuracy of the reading as well as the fluency of the writing. This guide should be adequate for most papers; however, if you come across a paper that is problematic, please double-check with the chair or sub-chair. It is essential to remember that this is a draft work; even high-level papers are likely to have the odd error whether in analysis or writing. Such mistakes should be considered as part of the paper s holistic mark, but should not necessarily result in an automatic drop in the score. However, a paper containing errors so distracting that they impede understanding should not be given a mark of more than three; a two would be more likely. Essays which are not multi-paragraph will be deducted one scale point. Please remember that references to the text may be explicit or implicit. References to paragraphs solely by number should be ignored. High-level papers tended to thoroughly discuss the character, often exploring the complexity of his relationships. Mid-level papers tended to list characteristics with minimal discussion. Low-level papers tended to be brief and error-prone. They also tended to blend the answers. 0311enk - 9 - November 27, 2003

2b. In multi-paragraph essay form and with reference to The Bedtime Story, discuss the character of George Longarrow. (24 marks) Suggestions Regarding Response: old-fashioned / traditional (para. 1 3, 19) observant, perceptive (para. 1, 19) man of simple tastes (para. 1, 9) kind, loving, caring, forgiving (para. 2, 3, 16, 19) realistic (para. 2) good parent / grandparent (para. 3, 9, 17, 19) This list is not exhaustive. The exemplars will provide sample responses. Marks will be awarded for content and written expression. Refer to the Holistic Scale on pages 9 and 10 of this key. 0311enk - 11 - November 27, 2003

Value: 24 marks INSTRUCTIONS: PART D: ORIGINAL COMPOSITION Suggested Time: 40 minutes Using standard English, write a coherent, unified, multi-paragraph (3 or more paragraphs) composition of approximately 300 words on the topic below. In your composition, you may apply any effective and appropriate method of development which includes any combination of exposition, persuasion, description, and narration. Use the page headed Organization and Planning for your rough work. Write your composition in ink on the pages headed Finished Work. 3. Write a multi-paragraph composition on the topic below. In addressing the topic, consider all possibilities. You may draw support from the experiences of others or from any aspect of your life: your reading and your experiences. Remember you do not have to accept the basic premise of the statement. Topic: The best gifts are the simplest ones. 0311enk - 12 - November 27, 2003

SCORING GUIDE FOR ORIGINAL COMPOSITION (PART D) A composition may apply any effective and appropriate method of development which includes any combination of exposition, persuasion, description, and narration. No one form of writing should be considered superior to another. Compositions that are not multi-paragraph, (three or more paragraphs), or have fewer than 200 words will be deducted one scale point. 6 The six paper is superior and may draw upon any number of factors: maturity of style, depth of discussion, effectiveness of argument, use of literary and/or rhetorical devices, sophistication of wit, or quality of imagination. This essay exhibits an effective writing style and a sophisticated use of language. Despite its clarity and precision, this paper need not be error-free. 5 The five paper is an example of proficient writing. It displays some manipulation of language to achieve a desired effect. It exhibits a strong voice and clear sense of audience. Content is thoughtful and interesting. Errors do not detract from the marker s understanding. Vocabulary and sentence structure are varied and serve the writer s purpose successfully. 4 The four paper is clearly adequate. The prose is able to convey the writer s ideas, but without flair or strong control. Diction and syntax are usually appropriate, but lack variety. Structure, regardless of type, is predictable and relatively mechanical. The marker has a clear sense of the writer s purpose, but is not engaged by the prose. Conventions of language are usually followed, but the marker is aware of errors. 3 The three paper is barely adequate. The paper may feature underdeveloped paragraphs. Transition[s] may be weak or absent. Support for obvious and simplistic ideas is frequently in the form of listed details. Little variety in diction and sentence structure is discernible. Although the marker may be aware of some purpose, errors impede the fluency of the paper. 2 The two paper shows underdeveloped ideas that are simply and/or awkwardly expressed, as they might be in casual conversation. The paper reflects little knowledge of the conventions of language. Even though the marker can perceive meaning, the errors are frequent and rudimentary. 1 The one paper is so compromised by its deficiency of composition, content, diction, syntax, structure, voice and conventions of language as to render its meaning/purpose almost unintelligible. 0 The zero paper manifests an achievement less than outlined in scale-point one, is written in verse, is offtopic, or is a restatement of the topic. *Any zero paper must be cleared by the section leader. A blank paper with no response given. NR END OF KEY 0311enk - 13 - November 27, 2003